ERIC Number: ED463538
Record Type: RIE
Publication Date: 1997-Sep
Reference Count: N/A
Barriers to Communication in Schools.
Talk is an important medium of instruction and assessment in schools. By talking to pupils and listening to what they have to say teachers assess and support pupils' learning. For pupils to be successful and make the most of the learning opportunities offered, it is important that they become active participants in the discourse of the classroom. However, classroom observations reveal that class or group discussions are often dominated by a small number of confident, not necessarily articulate children. Many other children remain silent, frequently showing reluctance to join in the social and academic discourse of the classroom. The fact that quiet, seemingly compliant, behavior does not pose an obvious threat to classroom discipline means that the educational and emotional needs of quiet pupils often go undetected. Drawing on in-depth case studies of habitually quiet students and their families, this paper examines some of the emotional, psychological, practical and social factors which inhibit pupils and thus, form barriers to communication. Removing these barriers is important if educators are to empower quiet pupils to play a more active role in their own education. (Contains 16 references.) (Author/RS)
Descriptors: Case Studies, Classroom Communication, Classroom Research, Elementary Education, Family Influence, Interpersonal Communication, Social Influences, Student Empowerment, Teacher Student Relationship
For full text: http://brs.leeds.ac.uk/cgi-bin/brs_engine.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Communication Behavior
Note: Paper presented at the Annual Meeting of the British Educational Research Association (York, England, September 11-14, 1997).